Peer Evaluation in Team-Based Learning Based Learning ... - IAMSE

10/6/2010
Peer Evaluation in
Team-Based Learning
Definition
• R: What is your definition of peer evaluation
• Giving and receiving feedback
• Based on observable behaviors
Ruth E. Levine MD, Professor of Psychiatry, University of Texas Medical Ruth E. Branch, LevineGalveston
MD, Professor of Psychiatry, University of Texas Medical Branch, Galveston
Paul G. Koles MD, Associate Professor of Pathology, Wright State University Paul G. Koles MD, Associate Professor of Pathology, • Impact Wrighton State grades
University
• P: What do you believe that students imagine when
they hear the words “peer evaluation”
• Fears
Format
A conversation about peer evaluation as practiced in
the setting of team-based learning:
1.Definition
2.Purposes
3.Risks and Benefits
4.Methods
5.Pitfalls and Problems
6.Your Questions and Comments
PURPOSES
• P: What is the purpose of peer evaluation in TBL
• Holds individuals accountable to team
• Lessens the likelihood of social loafing
R: Which skills does peer evaluation foster in students
• Skill of writing useful feedback
• Capacity to value and respond to feedback
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Risks and Benefits
• P: How do you alleviate the discomfort that many students
feel when they are required to do peer evaluation
• Open discussion about fears
• Evidence that fears are unwarranted
• Walk through the process to demystify peer evaluation
• R: How do you reassure students that peer evaluation will be
beneficial
• Empowers students to reward teammates and act like faculty
• Fosters more powerful learning within team
Methods
• P: Would you explain how Dr. Larry Michaelsen
accomplishes peer evaluation with his students
• Form
• Requires unequal distribution of points among teammates
• Comments to support “highest ratings”
• R: What do you feel are the advantages and disadvantages
of the Michaelsen method
• Advantage: rewards positive and penalizes negative behaviors
Methods (2)
• P: Would you explain how Dr. Dee Fink accomplishes peer
evaluation with his students Please discuss advantages and
disadvantages.
• Form
• Advantages
• Allows student the choice to discriminate or not
• Prevents grade inflation
• Qualitative feedback may be added
• Disadvantages
• Students may underestimate impact on grades
• Disadvantage: forced discrimination may be inappropriate
Larry Michaelsen, 2004.
Team-Based Learning:
A Transformative Use of
Small Groups in College
Teaching. Stylus
Publishing, Sterling, VA
Dee Fink, 2004.
Team-Based Learning:
A Transformative Use
of Small Groups in
College Teaching.
Stylus Publishing,
Sterling, VA
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10/6/2010
Paul Koles, Revised
August 2009
Qualitative Component
Two questions added to Fink method:
1) “In what ways was your teammate most helpful to
the team
2) “In what ways could your teammate improve to be
more effective
Methods (3)
Pitfalls and Problems
• R: Would you explain how you accomplish peer evaluation
with medical students Please discuss the advantages and
disadvantages of your method.
• Form
• Advantages:
• all teammates receive faculty opinion about quality of comments
• all teammates receive quantitative ratings and free-text comments
• Disadvantages:
• high grades common (no discrimination required)
• faculty invest considerable time in grading quality of comments
• P: What are common errors made by faculty who introduce peer
evaluation in their courses for the first time
• R: doing peer evaluations too often or too early
• P: poor orientation to purposes and constructive feedback
• R: What mistakes have we made as we implemented peer
evaluation
• P: using only quantitative ratings to determine grades
• R: method that allowed everyone to receive highest score
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Questions & Comments
P: What are the most important lessons
we have learned by doing peer evaluation
in the setting of team-based learning
R: peer evaluation is the most culturally
sensitive component of TBL
P: peer evaluation is learning lab for
developing skills needed in careers
Please speak to us!
Selected References
• Cestone CM, Levine RE, Lane DR: Peer Assessment and EvaluationCestone in TeamCM, -Based
Levine RE, Lane DR: Peer Assessment and Evaluation in Team
Learning. New Directions in Teaching and Learning, Jossey-Bass, San Francisco, number
116, winter 2008.
• Cheng W, Warren M: Making A Difference: Using Peers to Assess Individual Cheng W, Warren Students’ M: Making A Difference: Using Peers to Assess Individual Students’
Contributions to a Group Project. Teaching in Higher Education 5(2): Contributions 243-255.
to a Group Project. Teaching in Higher Education 5(2): 243
• Heylings DJ, Stefani LAJ: Peer Assessment Feedback Marking in a Large Heylings Medical DJ, Stefani LAJ: Peer Assessment Feedback Marking in a Large Medical
Anatomy Class. Journal of Medical Education 31:281-286.
286.
• Levine RE: Peer Evaluation in Team-Based Learning. In Team-Based Learning for Health
Professions Education; edited by Michaelsen LK, Parmelee DX, McMahon Professions KK, Education; Levine RE. edited by Michaelsen LK, Parmelee DX, McMahon KK, Levine RE.
Stylus Publishing, Sterling, Virginia, 2008.
• Levine RE, Kelly PA, Karokoc T, Haidet P: Peer Evaluation in a Clinical LevineClerkship:
RE, Kelly PA, Karokoc T, Haidet P: Peer Evaluation in a Clinical Clerkship:
Students’ Attitudes, Experience, and Correlations with Traditional Assessments. Students’ Attitudes, Academic Experience, and Correlations with Traditional Assessments. Academic
Psychiatry 31(1):19-24.
• Michaelsen LK, Fink LD: Calculating Peer Evaluation Scores. In Team Michaelsen -Based LK, Learning:
Fink LD: Calculating Peer Evaluation Scores. In Team
A Transformative Use of Small Groups in College Teaching. Stylus APublishing, Transformative Sterling, Use of Small Groups in College Teaching. Stylus Publishing, Sterling,
Virginia, 2004.
• Norcini JJ: Peer Assessment of Competence. Journal of Medical Education Norcini 37:539 JJ: Peer -543.
Assessment of Competence. Journal of Medical Education 37:539
• VanRosendaal GM, Jennett PA: Resistance to Peer Evaluations in anVanRosendaal Internal Medicine GM, Jennett PA: Resistance to Peer Evaluations in an Internal Medicine
Residency. Academic Medicine 67(1): 63.
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